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Engaged Learning Project Itec 7400
Engaged Learning Project Itec 7400
Learner Objectives:
Students will be able to explain how geographical position, incidence angle (tilt of the Earth), and rotational velocity
affect climate, specifically average daily temperature and amount of daylight. Students will be able to predict seasonal
temperature ranges and hours of daylight when given a geographic location indicating proximity to equator. Measurement of
these objectives will be achieved through the evaluation of the following: a 2 page paper produced and submitted
electronically, a 5-10 minute electronic presentation, a hand written lab report, and a multiple choice test administered via
netbook. Individual rubrics will be used for the evaluation of the paper, presentation, and lab report.
The Hook or Introduction:
The introduction to this learning experience will be an activity called A Nice Place To Visit But I Wouldnt Want To Live
There. In this activity students will be placed in groups of two. Each group will be given a postcard from an obscure far
away place. The students will be asked to imagine they are visiting the far away place. Without using any resources, the
students will compose postcard type messages describing the geographic locations and climate of their far away locations.
The groups then exchange postcards and messages. The groups will use their netbooks to research the geographical location
and climate of the place depicted on the postcard each received in the exchange. Each group will then compose a short
description, including the locations name, latitude and longitude, and average daytime temperature. One person from each
group will post the description using Google Docs. The teacher will take the individual post and place them on a world map
using Smart Notebook software. The world map, with post, will be displayed using the interactive white board. Groups will
then compare the post of their location to their original description. Groups will then share with the class how their original
descriptions compare with the researched descriptions.
Purpose: The purpose of this activity is to get the students to begin thinking about how temperature and climate compare at
different locations relative to the equator. The activity is also meant to familiarize students with the use of latitude and
longitude as a means of describing geographic location.
Process:
The first week will be used to investigate the Earth-Moon-Sun system. Working with their assigned partner from the
introduction, students will have three days to complete a WebQuest which will guide them through research on the following
topics: the use of latitude and longitude, the Earths rotation and tilt, how the Earths orientation affects the angle sunlight
strikes a given location and how this produces seasonal temperature variation. The WebQuest will culminate in the students
producing a two-page paper and a 5-10 minute presentation. The presentation will include how these topics relate to the
temperature and climate of the postcard location they were given during the introduction activity. Students will be allowed to
choose PowerPoint or Prezi to deliver their presentations. Students will then be introduced to The Global Sun Temperature
Project. Students will have the opportunity to communicate any questions or concerns to experts in Astronomy, Earth
Science, and Meteorology through the ask an expert link on the Project site. Students will also be able to communicate with
other students from all over the world participating in the Project via the discussion forum.
During weeks 2 and 3, students will join The Global Sun Temperature Project and begin collecting data to submit to the
Project. Students will carry their Vernier LabQuest data collection units with ambient air temperature probes outside each
day to the designated area to measure the air temperature. Students will record weather observations at the time of
temperature measurement using the lab notebook feature on their Vernier LabQuest data collection units. Each day students
will download temperature measurements and weather observations from their Vernier LabQuest units to their netbooks. At
the end of the sampling period designated by The Global Sun Temperature Project, students will submit their data to the
Project data section. When the combined final verified data is ready for download, students will retrieve the data from The
Global Sun Temperature Project website. Students will then use the data collected from all over the world to plot, analyze
and draw conclusions. In the last phase of the learning experience the students will write a final report sharing their
conclusions. They will publish their conclusions by submitting their reports to the discussion area on the Project website.